International Journal of Educational Policy Research and Review Vol.1 (2), pp.

xxx-xxx April, 2014

Available online at http://www.journalissues.org/journals-home.php?id=7
© 2014 Journal Issues ISSN 2360-7076

Original Research Paper

Not yet Jubilee After 50 Years of African Scholarship and

Development: Factors against Secondary School Girl-Child
Academic Excellence, Bungoma County, Kenya
Accepted 28 March, 2014

Achoka, J.S.K., Education is an important tool for eradication of poverty; facilitation of

Nafula, R. C.
and
Okinyi, M. O.
Department of Department
Educational Planning and
Management in Masinde Muliro
University of Science and
Technology, Kakamega,
Kenya.
Corresponding Author
Email: achokajudith@yahoo.com
Tel.:
economic development; and, development of human capital, the world over.
Not surprisingly, the United Nations (UN) have developed strategies such us
Education For All (EFA) and the Millennium Development Goals (MDGs)
initiatives with the hope of enhancing development and poverty eradication
through education access and equity by 2015. However, recent worldwide
trends show that majority of teenagers out of the school system in the world
are in Sub-Saharan Africa and most of them are girls. Also, r Research from
the developing world indicates that, disparities in the quality of education
between genders still abound with a negative bias against girls. With three
years remaining to reach the target date for the EFA initiative and the
famous MDGs, the current scenario presents reason enough to decry the
girl-child plight so much so as to and concretely declare that it is NOT YET
JUBILEE celebrations for Bungoma County; this is ironical. To scientifically
better understand the situation, this study was conducted. A sample of 300
respondents from 8 girls’ secondary schools and 6 district education officers
was surveyed for data, using self-administered questionnaires; interview,
document analysis as well as and observation check-list schedules. Data
were analyzed using both qualitative and quantitative approaches. The
findings indicate that among the major challenges to excellence of the girl-
child education include: culture and poverty. It is recommended that the
government should increase student grants and guidance and counseling
among others. For now, it is not yet jubilee; but it is hoped that this study
will act as a benchmark for the management actions in promoting girls’
education and, that other unexploited areas related to this study will serve
as a basis for further research in the education of girls not only in secondary
schools but in all of the education system.

Key Words: Jubilee, culture, millennium, development, poverty, gender

INTRODUCTION

According to a report by the World Bank (2000), African
countries still face several hurdles in their quest to develop
the education sector. Some of the hurdles include:
expansion, gender disparities, poor quality, underfunding,
new technology, governance and public interest. Yet, the
United Nations (UN) and World Bank have emphasized
education particularly that of girls as being a sure way of
eliminating illiteracy, poverty and gender disparities
(UNDP, 2005; World Bank, 2009). Given that African
countries appreciate provision of basic education as a basic
human right, they have since the 1960s been enticed to
commit themselves to treaties such as Education for All
(EFA) and the Millennium Development Goals (MDGs). The
EFA and the MDGs initiatives target development and
poverty eradication through realization of access to quality
education by 2015. However, a report by UNICEF (2010)
reveals that these goals fall far short of fulfillment,
particularly in Sub-Saharan Africa.
Furthermore, the World Bank (2009) argues that even
though there has been a significant increase in girls’
enrolment in Sub-Saharan Africa, this has been mainly at
the primary level. It is further reported that 30% out of the
71 million adolescents out of school in the world are in the
Sub-Saharan Africa and most of them are girls (World
Bank). No wonder, the period between 2010 and 2020 has
tactfully been declared a decade of the African Woman
(Achoka, 2010). This initiative is to further entice girls in
Africa to access more education.
In Kenya, the government has committed herself to
conform to educational sector development through several
initiatives which include: constituting education
commissions and task forces charged with curriculum
restructure, (Achoka, 2003), provision of Free Primary
Education (Republic of Kenya, 1998), provision of Free
Secondary Education (Malenya, 2008), legislation through
the Children’s Act (Republic of Kenya, 2001) and the
Constitution of Kenya (Republic of Kenya, 2010). Owing to
the subsidized education initiative, there has been a steady
increase in the number of girls attending secondary school
with the total enrollment rising from 881,328 in 2003 to
1,180,267 in 2007 (Achoka and Ogenga, 2010). But, the
total number of the 298,939 increase in student enrollment
is accounted for by 181,266 male students compared to
117,673 females (ibid). This gradual increase does not
match that of the boys given that females constitute 51% of
Kenyan population compared with males (ibid, 2010).
Thus, more effort is needed, especially in addressing gender
parity (Jollie, 2005). For instance, in the 2011 Kenya
Certificate of Secondary Education (KCSE), there were
182,604 girls who sat for the examination against 229,171
boys. This disparity in numbers is reflected even in the
results. For instance, in that year, there were only 3 girls
among the top 10 students nationally. Notably, there was
no single girl among the top 10 students in western
province. Similarly, there was no single girl among the top
10 students in Bungoma County. Not surprisingly, only one
of the top 10 schools in Bungoma County was a girls’ school.
Problem statement
The UN argues that through education, girls can be key
figures in development and poverty eradication (UNDP,
2005). Hence, the establishment of EFA and MDGs
initiatives was to increase hope that by 2015, all children,
particularly girls would have access to and complete basic
education. It is worth noting that Kenya’s Children’s Act
(Republic of Kenya, 2001), also advocates for education
equity. Moreover, the new constitution of Kenya (Republic
of Kenya, 2010), envisages a nation that embraces gender
equity in the totality of its institutions. Ironically, girls’
performance in KCSE lags behind that of their counterparts,
boys. One wonders, what factors contribute towards the
dismal academic performance of girls in KCSE in Bungoma
County. For instance, there has not been a single girl
student among the top 10 students in KCSE in Bungoma
County in the period 2009-2011. Moreover, there has
always been only one girl school among the top 10 schools
in KCSE results in the county. This study was set to
establish factors against the girl-child academic excellence
in Bungoma County.
Purpose of the study
The purpose of this study was to establish factors against
secondary school girl-child academic excellence in
Bungoma County.
Objectives of the study
Objectives of this study were: to establish the home,
psychological and school-based factors that act against the
secondary school girl-child academic excellence in
Bungoma County.
Research questions
Three research questions were addressed:
i. What home factors negatively affect the girl-child
academic excellence?
ii. What psychological factors negatively affect the
girl-child academic excellence?
iii. What school-based factors negatively affect the
girl-child academic excellence?
Literature review
The harsh reality of our education systems the world over
is that, they are the main determinant for admission into
well-paying jobs (Meads, 2008). Hence, students who do
not attain satisfactory level of academic excellence are
largely doomed to be in the category of the unfortunate
masses. In the developing nations such as Afghanistan,
India, Ethiopia, Gambia, Nigeria, Tanzania, Uganda and
Kenya, the literature show that massive challenges persist
and act against academic excellence of girls particularly at
the secondary school level (World Bank, 2000). The
developing world therefore has the challenge of
overcoming these hurdles in order to effectively improve
the girl-child education.
In Uganda the National Examination Board (2010),
observes that the old time cultural belief that the woman’s
rightful place is in the kitchen has denied girls quality study
time. Chiuri and Kiumi (2005), note that retrogressive
cultural practices such as early marriages and Female
Genital Mutilation (FGM) tend to impact negatively on
academic achievement of girl students.
Other studies by Kwesiga (2000) in Uganda and Kiptui
and Mbugua (2010) in Kenya found out that due to the fact
that parents believe that their daughters will marry and go
away, they are less interested in paying their school fees.
This affects the girl-child’s performance due to
disturbances associated with the practice.
 Table 1. Home factors leading to girls’ dismal academic excellence
Statement
Remaining at home to assist with chores
Early marriage
Female Genital Mutilation (FGM)
Delayed/Non-payment of school fees
Lack of basic needs like sanitary towels
Source: Field Data, (2011)
In Kenya, it has been noted that due to poverty, parents’
capacity to buy basic needs for their daughters is low.
Consequently, girls miss lessons due to lack of the basic
requirements or become vulnerable to sexual abuse in
order to fulfill their needs (Achoka, 2010).
Low self concept of girls also negatively impacts their
academic excellence since it was established that there was
a significant relationship between self-concept and
academic performance suggesting that students with high
self concept record high academic performance in school
(Mwania et al, 2009). According to Mondoh (2001) girls
learn best by personal involvement, listening and sharing
ideas and are best taught using experimental methods.
Therefore, girls are disadvantaged where lessons are
teacher dominated, and lacking in instructional aids
(Nwosu & Omeje, 2008). Similarly, Mondoh (2001)
established that students who had negative attitude
towards a given subject tend to perform poorly in it.
RESEARCH METHODOLOGY
A descriptive survey research design was adopted for this
study. According to Kombo and Tromp, (2006) this design
facilitates accurate measurements of characteristics of a
large sample within a short period. Bungoma County
comprises a total of 165(100%) secondary schools out of
which 37(22.4%) are for girls only, (Bungoma South
District Education Office, 2010). The study population
consisted of form four students who were 1,980 in number.
They were used because they had stayed in their respective
schools longest and therefore were expected to have a
wealth of information from their experiences. Eight schools
and their head teachers as well as their heads of Guidance
and Counseling departments were randomly sampled to
participate in the study. In addition, six District Quality
Assurance and Standards Officers were also randomly
selected for the study. The randomly sampled students
were 278 students ending up with a total sample of 300
respondents. The study data were collected through
questionnaires, observation check-lists, interview
schedules and document analysis. Quantitative data were
analyzed using descriptive statistics through the Statistical
Package for Social Scientists (SPSS) while qualitative data
were transcribed and analyzed thematically.
N=278 Students N=8 HODs, G/C
117(42%) 4(50%)
121(43.5%) 2(25%)
80(28.8%) 2(25%)
156(56.1%) 6(75%)
177(63.7% 6(75%)
FINDINGS AND DISCUSSIONS
One intention of the study was to establish the home factors
that negatively affected secondary school girls’ academic
excellence in Bungoma County.The results are presented in
Table 1.
This study established that lack of basic needs for girls
such as sanitary towels and delayed and/or non-payment of
fees were among the major home factors that eventually
made girls to perform dismally in their academic
endeavors. The lack of necessities such as sanitary towels is
a critical factor to girls. Moreover, those who come from
poor families, sanitary towels could be considered a luxury
which cannot be purchased. Such girls could miss classes
for about 5 days in a month and/or 3 months a year for fear
of being embarrassed and ridiculed at school. As a result,
useful learning time is wasted .On their resumption of
classes, they automatically find themselves behind
academic schedules and hence they perform poorly in their
examinations. Achoka (2010) supports this finding by
saying that poverty lowers parents’ capacity to buy basic
needs for their daughters, consequently such girls become
more vulnerable to sexual abuse in order to fend for
themselves. But, sexually abused girls feel resentful and this
can impact negatively on their academic achievement. Not
surprisingly, 6(75%) DQASOs submitted that due to
poverty, parents in Bungoma County engage their
daughters in forced labour such as house-helps in order to
lessen the financial burden on the family.
These findings resemble the research findings by Kiptui
and Mbugua (2009), on factors that contribute to poor
academic achievement in English language in Kerio-Valley
schools of Rift valley province of Kenya. Furthermore, these
findings reflect Kwesiga’s (2002) views in her book on,
“Women’s Access to Higher Education in Africa: Uganda’s
experience”. These scholars noted that parents who still
fear that girls may drop out of school due to pregnancy or
will transfer wealth to their marital homes pay less
attention to their education and/or reluctantly pay their
school fees.
Also, this study established that marriage at an early age
was practiced in Bungoma County, see Table 1. Such
happenings can make some girls to feel insecure and
therefore not encouraged to work hard academically.
During the interviews, 6 (100%) DQASOs confirmed this
 Table 2. Psychological factors leading to girls’ Dismal academic excellence
Statement
Mathematics/Sciences being tough subjects
Low self esteem
Peer pressure
Mental illness/stress
Source: Field Data (2011)
finding. Even FGM is still being practiced by some parents
in Bungoma County. Chiuri and Kiumi (2005), in their book
of Planning and Economics of Education note that, students
who come from insecure environments caused by social-
cultural practices such as FGM show emotional problems at
school. For instance, they lack concentration in class and
confidence in whatever task they are given to perform. As
such, they lag behind in academic achievement. In this
regard, 3 (50%) DQASOs cited FGM as a contributory factor
against the girls’ academic excellence in Bungoma County.
Moreover, 4 (50%) G/C HODs, noted that girls remain at
home to assist accomplish home chores. Based on these
findings, it is evident that many parents in Bungoma County
are yet to appreciate the significance of the girl-child
education. These parents either have ignored or do not
practice Kenya’s affirmative action or children’s and
women’s rights.
Psychological factors that negatively affected
secondary school girls’ academic excellence in
Bungoma county
The second objective of the study was to establish the
psychological factors that negatively affected secondary
school girls’ academic excellence in Bungoma County.
Findings are presented in Table 2.
This study revealed that many factors negatively affect
secondary school girls’ academic performance. Report the
findings stating the percentages of girls who reported
suffering from low self esteem, peer pressure and mental
illness before embarking on the discussion. Up to 210
(75.5%) girls, reported that peer pressure strongly
militated against their excellent academic performance in
school. On the other hand, 190 (68.3%) girls, observed that
mental illnesses/stress made them to perform poorly
academically. Whereas 165 (59.2%) girls, submitted that
mathematics/science subjects discouraged them from
excellent performance, another 163 (58.6%) girls, reported
that low self-esteem was responsible for their poor
academic performance at school.
No doubt, peer pressure was established as one of the
most critical factor that made secondary school girls in
Bungoma County to perform poorly in academics.
Seemingly, some secondary school girls crave for
acceptance by their peers. Rejection by peers may be feared
N=278 Students N=8 HODs, G/C
165(59.2%) 4(50%)
163(58.6%) 7(87.5%)
210(75.5%) 7(87.5%)
190(68.3%) 4(50%)
by many girls who do not want to be exceptions.
Acceptance into a negative influence group normally leads
to, for example, unwanted behaviour which in turn
undermines the victim(s) and leads to poor academic
performance.
Furthermore, mental illness/stress was noted as a major
factor that leads to poor academic performance. Some
communities that press learners to acquire quality grades
unknowingly breed ground for students’ mental instability
and/or stress. Such students suffer withdrawn syndrome
and have a reduced concentration level in class Achoka,
(1990). In addition, this study found out that, low self
esteem was among the major causes of poor academic
performance in girls’ secondary schools. Maybe, secondary
school girls in Bungoma County still hold the myth and
gender stereo typing that females are supposed to be seen
and not heard. Not surprisingly, they perform academically
inferior particularly in science subjects and mathematics.
This finding is supported by Mondoh (2001) finding that a
student who has a negative attitude towards a given subject
tends to perform poorly in it. No wonder, all the 6 (100%)
DQASOs submitted that the girls had a negative attitude
towards science and mathematics subjects and believed
that they were “tough”. The situation in Bungoma County
was made worse by the way teachers taught the learners.
This study found that teachers largely “lectured” to
students during classroom teaching and learning.
This is to say teachers in this county stack with the old
pedagogy which presumes that only the teacher knows all
the knowledge. Or, this approach is commonly used in
respect to the current education system which ties teachers
to a specific content, time table, and face to face interaction
which may limit the teacher to such poor classroom
practices in order to cover syllabus. In such undertakings,
the learners are least encouraged to be active participants
in the teaching-learning exercise (Achoka, 2003). Instead,
they are psychologically withdrawn; this is sad.
Consequently, they perform dismally (Nwosu and Omeje,
2008; Mondoh, 2001).
School-based factors that negatively affect secondary
school girls’ academic excellence in Bungoma county
The third objective of this study was to investigate School-
Based Factors That Negatively Affect Secondary School
 Table 3. School-based factors leading to girls’ dismal academic excellence

Statement N=278 Students N=8 HODs, G/C

Sexual abuse by male teachers 153(55%) 5(62.5%)
Corporal punishment 160(57.6%) 5(62.5%)
Bullying 119(42.8%) 1(12.5%)
Poor and inadequate facilities 168(60.4%) 6(75%)
Lack of/insensitivity to special programmes 155(55.8%) 5(62.5%)
Source: Field Data (2011)

Table 4. School facilities and their statuses

Facility Schools with well equipped poorly equipped Schools without

f % f % f % f %
Laboratory 7 87.5 2 25 4 50 1 12.5
Workshop 1 12.5 1 12.5 - - 7 87.5
H/Science room 5 62.5 4 50 1 12.5 3 37.5
Library 5 62.5 1 12.5 3 37.5 1 12.5
Classrooms 8 100 3 37.5 5 62.5 - -
Play ground 6 75 4 50 2 25 2 25
Toilets 8 100 b8 100 - - - -
Source: Field Data (2011)

Girls’ Academic Excellence in Bungoma County. State the
results first before discussing them. Findings indicated
involvement of several factors. The most inhibiting factor
was poor and inadequate facilities as indicated by 168
(60.4%) girls. Another 160 (57.6%) girls, noted that
corporal punishment at school made them to perform
dismally academically. Up to 155 (155%) girls and 153
(55%) girls reported that lack of/insensitivity to special
programmes and sexual abuse respectively contributed to
their poor academic performance. See Findings were
presented in Table 3.
Thus, poor and inadequate facilities as well as corporal
punishment were noted among other factors that
negatively influenced secondary school girls in their
academic excellence. It should be noted that, corporal
punishment is a physical abuse which was outlawed by
Kenya’s Children’s Act of 2001.
Such behaviours are likely to make students less
interested in learning and instead lead to truancy making it
impossible to perform well academically. In addition, sexual
abuse of girls by male teachers was noted as one of the
major causes of dismal academic excellence by girls in
Bungoma County. Also, it was reported that sexual abuse
was still rampant in some Kenyan girls’ secondary schools;
this is unfortunate. Students who have been sexually
violated suffer embarrassment and psychological torture.
This experience threatens their survival, development and
participation in learning and contributes to
underperformance (Panchard, 2007).
Regarding School Facilities and Equipment, this study
found out that 1 (12.5%) school did not have a single
laboratory; 4 (50%) schools had poorly equipped
laboratories in terms of apparatus, chemical and teaching
learning aids; they also lacked enough tables, stools and
drainage systems; while only 3 (37.5%) schools had well
equipped laboratories for teaching and learning, see Table
4. It may be said that in schools that did not have well
equipped laboratories, teachers could be tempted NOT to
practice learner-centered approaches. Yet, during
observation of schools time tables, it was established that
all the 8 (100%) schools offered technical subjects such as:
Agriculture, Business studies and Home Science. However,
only 5 (62.5%) schools had home Science rooms 1 (12.5%)
had a workshop while 5 (62.5%) had gardens/farms, see
Table 4. Overall, it was found out that facilities in the
sample schools were inadequate and that students learned
largely theoretically with hardly any practical.
It should be noted that scientifically, it is established that
girls learn better with personal involvement and sharing
ideas through experiments (Bamao, 2006 and Mondoh,
2001). Thus, in learning environments such as those in
Bungoma County, girls are less stimulated to be creative
and this impact negatively on their academic performance.
Most head teachers 6 (75%) reported that poor facilities
and/ or a lack of them was a big impediment to the girls’
academic performance. Moreover, through observation it
was established that only 5 (62.5%) schools had libraries.
But, a quick perusal through the text books on the shelves
revealed that the books were very old, outdated, and some
were half torn. How, therefore can the learners excel in
their academic performance? Moreover, when the head
teachers were asked to comment on the text book-student
ratio in various subjects, 5 (62.5%) of them submitted that
it was 1:4. This high ratio can only lead to competition for
text books. To say the least, in such circumstances, students
can only perform dismally in their academic endeavours.
Furthermore, 5 (62.5%) head teachers submitted that
their schools had a large enrollment of a minimum 45
students per stream. Coupled with a high text book-student
ratio individual attention could only be but a nightmare.
Such a learning environment is not conducive to good
teaching-learning practices (Achoka, 2003).
Conclusions
From the findings presented above, this study concludesd
that: a host of challenges still erect roadblocks to girls’
academic excellence in Bungoma County girls’ secondary
schools. These challenges include: Retrogressive (indicate
exactly what the findings say e.g. early marriages, FGM etc.)
practices such as early marriages, sexual abuse and female
genital mutilation (FGM); psychological activities such as
low self – esteem, peer pressure and mental illnesses/
stress; school – based factors like poor and inadequate
facilities and corporal punishment; as well as, inadequate
number of girls’ secondary schools. psychological
misconceptions, harsh school environment and lack of
enough girls’ schools. Moreover, in spite of the highly
subsidized Education cost in Kenya today, still the poor
parents are incapable of fulfilling their daughter’s financial
needs. Consequently, the girls are kept out of school. No
wonder, there are few girls’ secondary schools in Bungoma
County. Consequently, learners cover long distances to and
from school; this is discouraging. There is need to overcome
the varied challenges in order to enhance secondary school
girls’ academic excellence.
RECOMMENDATIONS
i. The government should increase the secondary
school per capita grant of Ksh.10, 625 per student, to a
higher amount in order to boost the kitty for schools to
purchase latest text books relevant to the curricular and
other learning materials besides repair of dilapidated
infrastructure in schools.
ii. To help the poor parents to meet the costs of
secondary school education, the government should update
the national Poverty Reduction Strategy (PRS) to address
allocation of resources to Bungoma County given its high
poverty index level of 56% (Republic of Kenya, 2001).
iii. DQASOs, should mount regular school inspections
and encourage head teachers to develop strategic plans and
use them to improve monitoring and evaluation
iv. Government should enhance guiding and
counseling services in girls’ secondary schools. These can
encourage the girls to increase their efforts in learning
instead of adopting a withdrawn attitude which leads to
failure.
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